| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A-B-Cs of Bridging Home and School Expectations
|
Cheatham, Gregory A.
|
|
2005
|
|
3 |
p. 3-11
|
artikel
|
| 2 |
A Building Blocks Model for Effective Instruction in Inclusive Early Childhood Settings
|
Sandall, Susan
|
|
2001
|
|
3 |
p. 3-9
|
artikel
|
| 3 |
Assessing Young Children for Whom English is a Second Language
|
McLean, Mary
|
|
1998
|
|
3 |
p. 20-25
|
artikel
|
| 4 |
A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms
|
Abbott, Mary
|
|
2017
|
|
3 |
p. 117-132
|
artikel
|
| 5 |
Beyond Pinocchio
|
Salmon, Mary D.
|
|
2005
|
|
3 |
p. 12-19
|
artikel
|
| 6 |
Bilingual Vocabulary Development for Dual Language Learners With Disabilities: Two Research-Based Approaches
|
Guān, Chūn-Lán Debbie
|
|
2018
|
|
3 |
p. 142-156
|
artikel
|
| 7 |
Bridging Behavioral Assessment and Behavioral Intervention
|
Johnson, LeAnne D.
|
|
2015
|
|
3 |
p. 19-35
|
artikel
|
| 8 |
Community Mapping in Action: Uncovering Resources and Assets for Young Children and Their Families
|
Ordoñez-Jasis, Rosario
|
|
2012
|
|
3 |
p. 31-45
|
artikel
|
| 9 |
Creating Writing Opportunities for Young Children
|
Edmister, Evette
|
|
2013
|
|
3 |
p. 24-35
|
artikel
|
| 10 |
Culturally Responsive Teaching for Children from Low-Income, Immigrant Families
|
Yuan, Ting
|
|
2019
|
|
3 |
p. 150-161
|
artikel
|
| 11 |
DEC Announcements
|
|
|
2010
|
|
3 |
p. 42-42
|
artikel
|
| 12 |
DEC Announcements
|
|
|
2008
|
|
3 |
p. 42
|
artikel
|
| 13 |
DEC Announcements
|
|
|
2016
|
|
3 |
p. 48-49
|
artikel
|
| 14 |
DEC Announcements
|
|
|
2012
|
|
3 |
p. 50-50
|
artikel
|
| 15 |
DEC Announcements
|
|
|
2013
|
|
3 |
p. 41-41
|
artikel
|
| 16 |
DEC Announcements
|
|
|
2009
|
|
3 |
p. 46-46
|
artikel
|
| 17 |
DEC Announcements
|
|
|
2008
|
|
3 |
p. 42-42
|
artikel
|
| 18 |
DEC 2014: Conference-at-a-Glance
|
|
|
2014
|
|
3 |
p. 53-54
|
artikel
|
| 19 |
DEC Recommended Practices
|
|
|
2015
|
|
3 |
p. 54
|
artikel
|
| 20 |
2009 Division for Early Childhood Annual Awards
|
Maude, Susan P.
|
|
2010
|
|
3 |
p. 43-46
|
artikel
|
| 21 |
Documentation
|
Cooney, Margaret H.
|
|
2001
|
|
3 |
p. 10-16
|
artikel
|
| 22 |
Early Childhood Mental Health Consultation
|
Hughes, Mary-alayne
|
|
2015
|
|
3 |
p. 36-51
|
artikel
|
| 23 |
Embedding Assessment of Young Children Into Routines of Inclusive Settings
|
Cook, Rebecca J.
|
|
2004
|
|
3 |
p. 2-11
|
artikel
|
| 24 |
Embedding Augmentative Communication Within
|
DiCarlo, Cynthia
|
|
2000
|
|
3 |
p. 18-26
|
artikel
|
| 25 |
Enhancing Interactions With Children With Autism Through Storybook Reading
|
Zimmer, Kate
|
|
2017
|
|
3 |
p. 133-144
|
artikel
|
| 26 |
Evaluating Family-Based Practices
|
Trivette, Carol M.
|
|
2004
|
|
3 |
p. 12-19
|
artikel
|
| 27 |
Evidence-Based Practices for Addressing Classroom Behavior Problems
|
Park, Hye-Suk Lee
|
|
2014
|
|
3 |
p. 33-47
|
artikel
|
| 28 |
Fostering Family-Professional Collaboration Through Person-Centered IEP Meetings
|
Chambers, Cynthia R.
|
|
2005
|
|
3 |
p. 20-28
|
artikel
|
| 29 |
From Article to Action: Collaborating With Interpreters
|
Catlett, Camille
|
|
2018
|
|
3 |
p. 185-186
|
artikel
|
| 30 |
From Article to Action: Fostering Literacy Skills for Diverse Learners Across Learning Environments
|
Meyer, Lori Erbrederis
|
|
2017
|
|
3 |
p. 145-147
|
artikel
|
| 31 |
From Article to Action: Using a Trauma-Sensitive Lens
|
Catlett, Camille
|
|
2019
|
|
3 |
p. 162-163
|
artikel
|
| 32 |
Guidelines for Collaborating With Interpreters in Early Intervention/Early Childhood Special Education
|
Acar, Serra
|
|
2018
|
|
3 |
p. 170-184
|
artikel
|
| 33 |
Home–School Collaboration for Embedding Individualized Goals in Daily Routines
|
Salazar, Marisa J.
|
|
2012
|
|
3 |
p. 20-30
|
artikel
|
| 34 |
Improving Child Outcomes With Data-Based Decision Making: Collecting Data
|
Hojnoski, Robin L.
|
|
2009
|
|
3 |
p. 32-44
|
artikel
|
| 35 |
In Memoriam
|
|
|
2005
|
|
3 |
p. 2-2
|
artikel
|
| 36 |
Integrating Therapies into the Classroom
|
Scott, Stacy Meece
|
|
1999
|
|
3 |
p. 15-24
|
artikel
|
| 37 |
Interventions for Toddlers With Autism: Building on the Parent-Child Relationship to Promote Joint Attention
|
Schertz, Hannah
|
|
2006
|
|
3 |
p. 20-28
|
artikel
|
| 38 |
Keeping Track
|
Raver, Sharon
|
|
2003
|
|
3 |
p. 12-20
|
artikel
|
| 39 |
Linking Early Childhood Inclusion and Family Quality of Life
|
Purcell, Megan L.
|
|
2006
|
|
3 |
p. 10-19
|
artikel
|
| 40 |
Math Is for Everyone: Strategies for Supporting Early Mathematical Competencies in Young Children
|
Notari-Syverson, Angela
|
|
2008
|
|
3 |
p. 2-16
|
artikel
|
| 41 |
Math Is for Everyone: Strategies for Supporting Early Mathematical Competencies in Young Children
|
Notari-Syverson, Angela
|
|
2008
|
|
3 |
p. 2-16
|
artikel
|
| 42 |
Message From the DEC Executive Board
|
|
|
2014
|
|
3 |
p. 1-2
|
artikel
|
| 43 |
Message from the DEC Executive Board
|
Burke, Ted
|
|
2018
|
|
3 |
p. 127
|
artikel
|
| 44 |
Message From the DEC Executive Board
|
Horn, Eva
|
|
2017
|
|
3 |
p. 103
|
artikel
|
| 45 |
Message From the DEC Executive Board
|
|
|
2015
|
|
3 |
p. 3
|
artikel
|
| 46 |
Message From the DEC Executive Board
|
|
|
2016
|
|
3 |
p. 3
|
artikel
|
| 47 |
Message From the DEC Executive Board
|
Schertz, Hannah
|
|
2013
|
|
3 |
p. 1-2
|
artikel
|
| 48 |
Message from the DEC Executive Board
|
Vinh, Megan
|
|
2019
|
|
3 |
p. 162
|
artikel
|
| 49 |
Monitoring Preschoolers' Language and Early Literacy Growth and Development
|
Hojnoski, Robin L.
|
|
2007
|
|
3 |
p. 17-27
|
artikel
|
| 50 |
More Better
|
Jung, Lee Ann
|
|
2003
|
|
3 |
p. 21-26
|
artikel
|
| 51 |
Natural Environments
|
Mullis, Lorna
|
|
2002
|
|
3 |
p. 21-24
|
artikel
|
| 52 |
Natural Learning Opportunities for Infants, Toddlers, and Preschoolers
|
Dunst, Carl J.
|
|
2001
|
|
3 |
p. 18-25
|
artikel
|
| 53 |
Peer Coaching
|
Donegan, Mary M.
|
|
2000
|
|
3 |
p. 9-16
|
artikel
|
| 54 |
Planning Literacy Environments for Diverse Preschoolers
|
Dennis, Lindsay R.
|
|
2012
|
|
3 |
p. 3-19
|
artikel
|
| 55 |
Play and Social Interaction Strategies for Young Children With Autism Spectrum Disorder in Inclusive Preschool Settings
|
Papacek, Amy M.
|
|
2016
|
|
3 |
p. 3-17
|
artikel
|
| 56 |
President's Message
|
Buysse , Virginia
|
|
2010
|
|
3 |
p. 0-0
|
artikel
|
| 57 |
President's Message
|
|
|
2008
|
|
3 |
p. 00
|
artikel
|
| 58 |
President’s Message
|
Keilty, Bonnie
|
|
2012
|
|
3 |
p. 1-1
|
artikel
|
| 59 |
President's Message
|
|
|
2009
|
|
3 |
p. 0-0
|
artikel
|
| 60 |
President's Message
|
|
|
2008
|
|
3 |
p. 00-00
|
artikel
|
| 61 |
Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom Teachers
|
Coleman, Janelle C.
|
|
2013
|
|
3 |
p. 3-10
|
artikel
|
| 62 |
Promoting Positive Interaction Between Preschool-Age Children During Free Play
|
Chandler, Lynette
|
|
1998
|
|
3 |
p. 14-19
|
artikel
|
| 63 |
Providing Individually Responsive Home Visits
|
Ridgley, Robyn
|
|
2008
|
|
3 |
p. 17-26
|
artikel
|
| 64 |
Providing Individually Responsive Home Visits
|
Ridgley, Robyn
|
|
2008
|
|
3 |
p. 17-26
|
artikel
|
| 65 |
Real-Time Coaching With Bug-in-Ear Technology
|
Ottley, Jennifer Riggie
|
|
2016
|
|
3 |
p. 32-46
|
artikel
|
| 66 |
Representing Young Children With Disabilities in Classroom Environments
|
Favazza, Paddy C.
|
|
2000
|
|
3 |
p. 2-8
|
artikel
|
| 67 |
Resources for Professionals Working with Young Children with Disabilities Who Have Experienced Abuse or Neglect
|
Danner, Natalie
|
|
2015
|
|
3 |
p. 52-53
|
artikel
|
| 68 |
Resources for Supporting Recommended Practices for Instruction
|
Shaffer, LaShorage
|
|
2016
|
|
3 |
p. 47
|
artikel
|
| 69 |
Resources Within Reason
|
Catlett, Camille
|
|
2010
|
|
3 |
p. 41-42
|
artikel
|
| 70 |
Resources Within Reason
|
Catlett, Camille
|
|
2014
|
|
3 |
p. 51-52
|
artikel
|
| 71 |
Resources Within Reason
|
Catlett, Camille
|
|
2012
|
|
3 |
p. 49-50
|
artikel
|
| 72 |
Resources Within Reason
|
Munson, Leslie
|
|
2003
|
|
3 |
p. 28-28
|
artikel
|
| 73 |
Resources Within Reason
|
Catlett, Camille
|
|
2004
|
|
3 |
p. 30-31
|
artikel
|
| 74 |
Resources Within Reason
|
Catlett, Camille
|
|
2005
|
|
3 |
p. 30-31
|
artikel
|
| 75 |
Resources Within Reason
|
Catlett, Camille
|
|
1998
|
|
3 |
p. 27-27
|
artikel
|
| 76 |
Resources Within Reason
|
Catlett, Camille
|
|
2001
|
|
3 |
p. 27-27
|
artikel
|
| 77 |
Resources Within Reason
|
Catlett, Camille
|
|
2009
|
|
3 |
p. 45-46
|
artikel
|
| 78 |
Resources Within Reason
|
Munson, Leslie J.
|
|
2002
|
|
3 |
p. 28-28
|
artikel
|
| 79 |
Resources Within Reason
|
Catlett, Camille
|
|
2006
|
|
3 |
p. 30-31
|
artikel
|
| 80 |
Resources Within Reason
|
Catlett, Camille
|
|
1999
|
|
3 |
p. 27-27
|
artikel
|
| 81 |
Resources within Reason
|
Catlett, Camille
|
|
2007
|
|
3 |
p. 28-29
|
artikel
|
| 82 |
Resources Within Reason
|
Catlett, Camille
|
|
2000
|
|
3 |
p. 28-28
|
artikel
|
| 83 |
Resources Within Reason: Music Applications
|
Kern, Petra
|
|
2013
|
|
3 |
p. 39-40
|
artikel
|
| 84 |
Resources Within Reason: Resources to Support Family-Centered Practices
|
Catlett, Camille
|
|
2008
|
|
3 |
p. 41-42
|
artikel
|
| 85 |
Resources Within Reason: Resources to Support Family-Centered Practices
|
Catlett, Camille
|
|
2008
|
|
3 |
p. 41-42
|
artikel
|
| 86 |
Self-Assessment
|
Olson, Jennifer
|
|
1999
|
|
3 |
p. 2-8
|
artikel
|
| 87 |
Storybooks and Beyond
|
Fettig, Angel
|
|
2016
|
|
3 |
p. 18-31
|
artikel
|
| 88 |
Strategies for Family Facilitation of Play Dates
|
Chambers, Cynthia R.
|
|
2010
|
|
3 |
p. 2-14
|
artikel
|
| 89 |
Strategies for Supporting Teenage Mothers
|
Wells, Robin A.
|
|
2004
|
|
3 |
p. 20-27
|
artikel
|
| 90 |
Strategies Used in Natural Environments to Promote Communication Development in Young Children at Risk for Autism Spectrum Disorder
|
Coogle, Christan Grygas
|
|
2013
|
|
3 |
p. 11-23
|
artikel
|
| 91 |
Supporting and Engaging Fathers of Children With Disabilities in the Preschool Classroom
|
Noggle, Amy K.
|
|
2019
|
|
3 |
p. 127-138
|
artikel
|
| 92 |
Teaching Young Children Interpersonal Problem-Solving Skills
|
Joseph, Gail E.
|
|
2010
|
|
3 |
p. 28-40
|
artikel
|
| 93 |
The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities
|
Pierce, Patsy L.
|
|
2009
|
|
3 |
p. 2-14
|
artikel
|
| 94 |
The Child Who Stutters
|
Williams, Dale F.
|
|
1999
|
|
3 |
p. 9-14
|
artikel
|
| 95 |
the communicator
|
|
|
2000
|
|
3 |
p. 29-31
|
artikel
|
| 96 |
the communicator
|
|
|
1999
|
|
3 |
p. 28-31
|
artikel
|
| 97 |
the communicator
|
|
|
2001
|
|
3 |
p. 28-31
|
artikel
|
| 98 |
the communicator
|
|
|
2002
|
|
3 |
p. 29-31
|
artikel
|
| 99 |
the communicator
|
|
|
2003
|
|
3 |
p. 29-30
|
artikel
|
| 100 |
the communicator
|
McLean, Mary
|
|
1998
|
|
3 |
p. 28-31
|
artikel
|
| 101 |
The Division for Early Childhood
|
|
|
1998
|
|
3 |
p. 11-11
|
artikel
|
| 102 |
The Light Fantastic: Making Learning Visible for All Children Through the Project Approach
|
Harris, Kathleen I.
|
|
2008
|
|
3 |
p. 27-40
|
artikel
|
| 103 |
The Light Fantastic: Making Learning Visible for All Children Through the Project Approach
|
Harris, Kathleen I.
|
|
2008
|
|
3 |
p. 27-40
|
artikel
|
| 104 |
The Little Brain That Could: Understanding Executive Function in Early Childhood
|
Blasco, Patricia M.
|
|
2014
|
|
3 |
p. 3-18
|
artikel
|
| 105 |
The Project Approach: A Strategy for Inclusive Classrooms
|
Arbouet Harte, Helene
|
|
2010
|
|
3 |
p. 15-27
|
artikel
|
| 106 |
The Sound Path
|
Kern, Petra
|
|
2002
|
|
3 |
p. 12-20
|
artikel
|
| 107 |
Top-Down and Bottom-Up: Thinking Comprehensively about Support for Early Childhood Inclusion
|
Dinnebeil, Laurie A.
|
|
2014
|
|
3 |
p. 48-50
|
artikel
|
| 108 |
Toward an Integration of Child- and Family-Centered Practices in the Assessment of Preschool children
|
Woods, Juliann J.
|
|
2002
|
|
3 |
p. 2-11
|
artikel
|
| 109 |
Transdisciplinary Model and Early Intervention: Building Collaborative Relationships
|
Boyer, Valerie E.
|
|
2014
|
|
3 |
p. 19-32
|
artikel
|
| 110 |
Transitions of Families From Early Intervention to Preschool Intervention for Children With Disabilities
|
Connelly, Ann M.
|
|
2007
|
|
3 |
p. 10-16
|
artikel
|
| 111 |
Understanding and Supporting Differences in Child Temperament
|
Pelco, Lynn E.
|
|
2003
|
|
3 |
p. 2-11
|
artikel
|
| 112 |
Using a Trauma-Sensitive Lens to Support Children with Diverse Experiences
|
Cummings, Katrina P.
|
|
2019
|
|
3 |
p. 139-149
|
artikel
|
| 113 |
Using Interagency Collaboration to Support Family-Centered Transition Practices
|
Branson, Diane M.
|
|
2009
|
|
3 |
p. 15-31
|
artikel
|
| 114 |
Using iPad Applications to Increase Literacy Skills for Children PreK to Grade 3 With Disabilities
|
Stone-MacDonald, Angi
|
|
2015
|
|
3 |
p. 3-18
|
artikel
|
| 115 |
Using Mobile Technologies to Communicate With Parents and Caregivers
|
Gauvreau, Ariane N.
|
|
2019
|
|
3 |
p. 115-126
|
artikel
|
| 116 |
Visual Aids for Positive Behavior Support of Young Children With Autism Spectrum Disorders
|
Kidder, Jaimee E.
|
|
2017
|
|
3 |
p. 103-116
|
artikel
|
| 117 |
Visual Impairments in Young Children: Fundamentals of and Strategies for Enhancing Development
|
Thompson, Stacy D.
|
|
2018
|
|
3 |
p. 157-169
|
artikel
|
| 118 |
Voices from the Field
|
Corso, Robert M.
|
|
2012
|
|
3 |
p. 46-48
|
artikel
|
| 119 |
Voices from the field
|
Keilty, Bonnie
|
|
2013
|
|
3 |
p. 36-38
|
artikel
|
| 120 |
"What?"; "I Don't Understand"; and "Pardon?"
|
Meadan, Hedda
|
|
2006
|
|
3 |
p. 2-9
|
artikel
|
| 121 |
Writing IEP Goals and Objectives
|
Grisham-Brown, Jennifer
|
|
1998
|
|
3 |
p. 2-10
|
artikel
|
| 122 |
Writing Individualized Family Service Plan Strategies That Fit Into the ROUTINE
|
Jung, Lee Ann
|
|
2007
|
|
3 |
p. 2-9
|
artikel
|
| 123 |
Young Children With Same-Sex Parents: Supporting Families and Children in Early Childhood Programs
|
Davis, Jackie M.
|
|
2018
|
|
3 |
p. 127-141
|
artikel
|
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